Lesson 4: Lesson 4 - Behavioral Management: Part I
Attachment #1: Behavioral Management
BEHAVIORAL MANAGEMENT
Behaviors that are reinforced tend to remain. To remove behavior, remove reinforcer.
REINFORCERS: Reinforcers are any consequence that increases the behavior. These can be either positive or negative.
REINFORCEMENT RULES
- Reinforcers must be rewarding to child
- Be specific when acknowledging positive behavior of child
- Reinforce immediately/consistently in the beginning. Later reinforce sporadically.
- Keep promises.
- Focus on positives rather than mistakes - avoid criticizing
EX: Patty gets 15 play points on a chart for every homework assignment she completes. She also receives encouragement and a hug.
NEGATIVE REINFORCEMENT: Something is removed which increases the behavior and keeps it in place.
EX: Johnny yells and screams for candy in the store until Mom finally buys him some.
Mom continues to yell at Johnny to come to breakfast until he gets up, gets dressed and comes down to terminate Mom’s yelling.
EXTINCTION: Reduction or elimination of a behavior occurs when positive reinforcers are withheld, or when a negative consequence is administered.
EX: Billy throws a tantrum. Mom walks out of room and ignores him. Behavior usually gets worse before it starts to get better.
Mom decides she is not going to reward Billy’s noisy outbreak when he requests candy in the store. She tells him firmly he will not receive candy, unless Mom decides she wants to treat him and that when he raises a fuss, he will be taken firmly out of the store.
REINFORCEMENT RATIO:
Fixed Ratio: Reward is given on a fixed, regular basis. Helps put behaviors in place.
EX: Suzy receives 25 cents/points every time she completes her homework before going out to play.
Intermittent Ratio: Reinforcer is given intermittently vs. on a regularly scheduled basis. This is the best way to keep behaviors in place.
EX: Billy completes homework on regular basis. Mom sporadically comes in and tells him what a good job he is doing.
SHAPING: Rewards or reinforcers are given for approximate behaviors.
EX: Sarah is rewarded with a hug, smile and verbal comments on her performance whenever she is playing quietly in her room.
PUNISHMENT: Something is given or removed which reduces the behavior.
EX: (Given)2 yr. old Tricia runs into the street. Mom grabs and scolds her.
EX: (Removed) Sally is fighting with younger sister. Mom warns to stop, but she continues. Mom removes her from situation and places her in time out.
CAUTION: For punishment to be effective, it must be consistent (each/every time), and immediate (5-10 sec) after giving order to stop. Failure to punish gives message that misbehavior is OK and misbehavior can be reinforced. When punishment is administered in anger, we often strike or spank, modeling inappropriate behavior to children. Resentment occurs, and aggressiveness and revenge may become a pattern. Punishment that is not consistent, or backed by both parents, sends a mixed or double message. It is better to have basic unacceptable behaviors outlined (see time out handout) so that anger levels do not need to rise to such levels. It is also important that a positive behavior replace the one that we want to extinguish.
DEVELOP A PLAN OF ACTION
Identify two target behaviors you want to reinforce. Break into smaller steps if necessary. Plan your reinforcement. Write it down - exactly. “Every time my child _____________, I will reinforce him/her by ___________.
Reinforce immediately/continuously to strengthen. Shape the behavior by watching for behavior that starts in the right direction, and reinforce frequently. Keep a record of his progress.
